Instruction and Liaison Librarian, University of Northern Iowa
games and gamification. the semantics are important. using the right terms can be crucial in the next several years.
gamification for the enthusiasm. credit course with buffet. the pper-to-peer is very important
affordability; east to use; speed to create.
assessment. if you want heavy duty, SPSS kind of assessment, use polldaddy or polleverywhere.
Kahoot only Youtube, does not allow to upload own video or use Kaltura AKA Medispace, text versus multimedia
Kahoot is replacing Voicethread at K12, use the wave
Kahoot allows to share the quizzes and surveys
Kahoot is not about assessment, it is not about drilling knowledge, it is about conversation starter. why do we read an article? there is no shame in wrong answer.
the carrot: when they reach the 1000 points, they can leave the class
Kahoot music can be turned off, how short, the answers are limited like in Twitter
screenshot their final score and reach 80%
gravity is hard, scatter start with. auditory output
1st day is Kahoot, second day is Team challange and test
embed across the curriculum
gaming toolkit for campus
what to take home: have students facing students from differnt library
In the age of Big Data, there is an abundance of free or cheap data sources available to libraries about their users’ behavior across the many components that make up their web presence. Data from vendors, data from Google Analytics or other third-party tracking software, and data from user testing are all things libraries have access to at little or no cost. However, just like many students can become overloaded when they do not know how to navigate the many information sources available to them, many libraries can become overloaded by the continuous stream of data pouring in from these sources. This session will aim to help librarians understand 1) what sorts of data their library already has (or easily could have) access to about how their users use their various web tools, 2) what that data can and cannot tell them, and 3) how to use the datasets they are collecting in a holistic manner to help them make design decisions. The presentation will feature examples from the presenters’ own experience of incorporating user data in decisions related to design the Bethel University Libraries’ web presence.
data tools: user testing, google analytics, click trakcer vendor data
user testing, free, no visualization, cross-domain, easy to use, requires scripts
qualitative q/s : why people do what they do and how will users think about your content
3 versions: variables: options on book search and order/wording of the sections in the articles tab
Findings: big difference between tabs versus single-page. Lil difference btw single-page options. Take-aways it won’t tell how to fix the problem, how to be empathetic how the user is using the page
Like to do in the future: FAQ and Chat. Problem: low use. Question how to make it be used (see PPT details)
Crazy Egg – Click Trackers. not a free tool, lowest tier, less $10/m.
see PPT for details>
interaction with the pates, clicks and scrollings
not easy to use, steep learning curve
“blob” GAnalytics recognize the three different domains that r clicked through as one.
vendor data: springshare
chat and FAQ
is there a dashboard tool that can combine all these tools?
optimal workshop: reframe, but it is more about qualitative data.
how long does it take to build this? about two years in general, but in the last 6 months focused.
Getting Students more involved in classroom presentations and assessing their interest is always part of an educator’s goal. Student Response Systems (SRS), also called audience response systems or more commonly “clickers,” have been around in university lecture halls in one form or another for more than two decades.
In November 2015, the Open University released the latest edition of its ‘Innovating Pedagogy’ report, the fourth rendition of an annual educational technology and teaching techniques forecast. While the timelines and publishing interval may remind you of the Horizon Report, the methodology for gathering the trends is different.
The NMC Horizon Team uses a modified Delphi survey approach with a panel of experts.
10 Innovative Pedagogy Trends from the 2015 Edition:
Crossover Learning: recognition of diverse, informal achievements with badges.
Learning through Argumentation: To fully understand scientific ideas and effectively participate in public debates students should practice the kinds of inquiry and communication processes that scientists use, and pursue questions without known answers, rather than reproducing facts.
Incidental Learning: A subset of informal learning, incidental learning occurs through unstructured exploration, play and discovery. Mobile technologies can support incidental learning. An example is the app and website Ispot Nature.
Context-based Learning:Mobile applications and augmented reality can enrich the learners’ context. An example is the open source mobile game platform ARIS.
Computational Thinking: The skills that programmers apply to analyze and solve problems are seen as an emerging trend . An example is the programming environment SCRATCH.
Learning by Doing Science with Remote Labs: A collection of accessible labs is ilab
Embodied learning:involving the body is essential for some forms of learning, how physical activities can influence cognitive processes.
Adaptive Teaching:intelligent tutoring systems – computer applications that analyse data from learning activities to provide learners with relevant content and sequence learning activities based on prior knowledge.
Analytics of Emotions: As techniques for tracking eye movements, emotions and engagement have matured over the past decade, the trend prognoses opportunities for emotionally adaptive learning environments.
Stealth Assessment: In computer games the player’s progress gradually changes the game world, setting increasingly difficult problems through unobtrusive, continuous assessment.
6 Themes of Pedagogical Innovation
Based upon a review of previous editions, the report tries to categorize pedagogical innovation into six overarching themes:
“What started as a small set of basic teaching methods (instruction, discovery, inquiry) has been extended to become a profusion of pedagogies and their interactions. So, to try to restore some order, we have examined the previous reports and identified six overarching themes: scale, connectivity, reflection, extension, embodiment, and personalisation.”
Delivering education at massive scale.
Connecting learners from different nations, cultures and perspectives.
Fostering reflection and contemplation.
Extending traditional teaching methods and settings.
Recognizing embodied learning (explore, create, craft, and construct).
Creating a personalized path through educational content.
Follow these links to blog posts and EdITLib resources to further explore selected trends:
Interested in the Innovating Pedagogy report? Read our review of the 2014 edition, and reflect which trends are closer to becoming common practice.
Borden and his colleagues teamed up with Edchat Interactive, a company that is working to transform online professional development into a more interactive experience that reflects how people learn best, and Games4Ed, a nonprofit organization that brings together educators, researchers, game developers, and publishers to advance the use of games and other immersive learning strategies in education.
“People don’t learn by watching somebody discuss a series of slides; they learn best by interacting with others and reflecting. Great teachers always have people break into groups to accomplish a task, and then the different groups all report back to the group as a whole. That should be replicable online.”
Adult Learning Through Play
Using simulations for professional development is fairly common. For instance, in SimSchool, a program developed by educational scientists at the University of North Texas and the University of Vermont, new and pre-service teachers can try out their craft in a simulated classroom environment, doing the same activities as actual teachers but getting real-time feedback from the simulated program and their instructors.
Christopher Like, a science teacher and STEAM coordinator for the Bettendorf Community School District in Iowa, developed a game-based model for ed tech professional development that has been adapted by K-12 school districts across the nation. His game, Mission Possible, has teachers complete 15-minute “missions” in which they learn technology skills and advance to successively higher levels. “It engages teachers’ competitive nature just like Call of Duty does with my eldest son,” he wrote in a blog post.
Our expert panelists weigh in on education technology to give us their verdict on which approaches to tech-enabled learning will have a major impact, which ones are stagnating and which ones might be better forgotten entirely.
Social Media for Teaching and Learning: Lukewarm to Hot
Digital Badges: Mostly Lukewarm
Open Educational Resources (OERs): Mostly Hot
E-Portfolios: Losing Steam
Learning Management Systems (LMS): Lukewarm to Hot
Flipped Learning: Mostly Hot (but Equitability a Question)
Blended Learning: Unanimously Hot
Student Data Privacy Concerns: Unanimously Hot
Apps for Learning: A Mostly Lukewarm Mixed Bag
Games for Learning: Hot
What are the hot devices?
Cameras like the Canon VIXIA, the Sony HDR-MV1 or the Zoom Q4 or Q8 range from $200 to $400. The secret of these small devices is a tradeoff between video flexibility and audio power. With digital-only zoom, these cameras still deliver full HD video (or better) but with limited distance capabilities. In return, the audio quality is unsurpassed by anything short of a professional boom or wireless microphone setup; most of these cameras feature high-end condenser microphone capsules that will make music or interview recordings shine.
The Chromebook is hot. Seventy-two percent of Chromebook sales were education-related purchases in 2014.
The smartphone is hot. Every day, the smartphone becomes less of a “phone” and more of a device for connecting with others via social media, researching information on the Internet, learning with apps and games and recording experiences with photos and videos.
Here are some questions that will assist in determining if engagement is leading to actual learning:
• Is the technology being integrated in a purposeful way, grounded in sound pedagogy?
• What are the learning objectives or outcomes?
• Are students demonstrating the construction of new knowledge? Are they creating a learning product or artifact?
• How are students applying essential skills they have acquired to demonstrate conceptual mastery?
• What assessments (formative or summative) are being used to determine standard attainment?
• How are students being provided feedback about their progress toward the specific learning objectives or outcomes?
• Is there alignment to current observation or evaluation tools?